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1.What does MBBC stand for?

Moreton Bay Boys' College

2. Where is MBBC?
Brisbane bayside suburb of Manly West

3.What year levels do they teach?
3-18 years(from kindergarten to secondery school

4.Do they teach the international baccalaureate (IB)?
Yes,they do.

5.Is it a public (QLD Government) or private (Independent) schools?
It's a private school.

6.What 21st century skills does the IB curriculum promote?

Their globally focused curriculum helps boys connect with the world around them through inquiry-based teaching covering all aspects of the Australian Curriculum.Our programmes enable students to develop a broad understanding of key learning areas while strengthening their capacities to take a proactive role in their own learning.

7.Write 1 question you would like to ask the students you will meet.

How does it feel to study in one school for ten years or even longer?"

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Encouraging singing in the language classroom

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hello
how are you
oh

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Lily, your Padlet is WONDERFUL! This is a rich collection of teaching ideas and strategies. I hope you have a chance to use lots of your new strategies.

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立法院全球資訊網 -高中以下學校實施雙語教育問題研析

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立法院全球資訊網 -高中以下學校實施雙語教育問題研析

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台灣為什麼推「雙語教學」？從師資培育到政策白皮書都顯示，雙語只是全英語的過渡期 - The News Lens 關鍵評論網

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台灣為什麼推「雙語教學」？從師資培育到政策白皮書都顯示，雙語只是全英語的過渡期 - The News Lens 關鍵評論網

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作者發現，在大家正在為國家雙語政策的必要與否進行爭論時，政策白皮書中明確寫道，「若是學生目標語（英語）理解良好，教師可用八成、九成英語授課。」顯然這邊所述的雙語政策顯然不會滿足於現狀，而是在學生能力「培養」好時，往全英語教學的目標前進。

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雙語國家政策？雙語教學？帶你一次搞懂！

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雙語國家政策，是國家以 2030 年為目標，將台灣打造成雙語國家。此政策目的是提升國家整體競爭力，不以考試為目的，也不僅針對學生，而是重視厚植國人英語力、打造全民共同學英文的風氣。執行辦法包含公部門架設雙語網站、法規與文書雙語化、銀行設置雙語分行、營造友善雙語金融服務等。而其中，教育面的一大策略為「全面啟動教育體系的雙語活化」。

如何全面啟動雙語教育體系呢？教育部針對高、中、小學提出的具體措施包含兩點：「落實中小學英語課採全英語授課」以及「推動中小學部分學科及高職專業群科採英語授課」。同時針對高等教育，政府也積極推動大學雙語教育政策，初步構想是選出四所標竿大學，目標四年達到全校 90% 博班全英語授課、70% 碩班全英語授課、50% 大學部全英語授課。一言蔽之，就是從國小到大學都要提高英文授課比例。

雙語教育政策會淪為空談？

以上教育策略，可是引起了廣大教師的反彈。大家都同意雙語教學立意良好，但究竟學校老師是否有能力落實雙語教育？會不會演變成急救章的假雙語課程，老師一堂課中講兩句英文就算是雙語教學？執行面（老師）遇到這樣的困難，管理面（政府）有辦法提供最完整的支持嗎？畢竟目前看來，此政策沒有專門的負責機構，沒有明確的經費預算，只有一些如建立英語平台、鬆綁教育政策等曖昧不清、大家看了霧煞煞的 KPI。

然而，政策再不明確、問題和困難再多，我們都無法否定，雙語教學確實立意良善，期待能培養出在國際間競爭的未來棟樑、能創造出吸引外國人才的雙語國家。雙語教育的實施，有其必要。

什麼是雙語教育？

許多人都在談論雙語教學，卻不是真正知道雙語教育為何。先來看看雙語教育的定義為何吧！「雙語教育」，在台灣指的是 「在課程或是教學中必須包含兩種語言」 。國外對雙語教育的解釋眾說紛紜，有人說雙語教育是「使用學習者的第二語言或外語學習學科性知識（如：數學科）」；有人說「只要在教學過程中指兩種語言，即使這兩種語言並沒有出現於同一教學時程中，也可稱為雙語教育」。也就是說，只要在課程中使用兩種語言：可能是使用英語授課同時搭配中文授課作解釋，或者是使用全英語授課但是用中文簡報或課本，都可算是雙語教育。照這樣的定義看來，雙語教育也比想像中容易一些。

雙語教育三大迷思

我們之所以認為雙語教育執行困難，跟三大迷思有關係，而迷思之所以為迷思，就必有其可攻破之處！

其實教學，著重在達成教學目標，教師使用的語言也是為了達成教學目標。然而，當老師們為了看起來專業、厲害而過度著重於該使用什麼單字和句型，忽略了有時候「使用簡單的文法句型，反而更能清楚傳達旨意」的事實，如此看來，雙語教育也變得比想像中困難許多。
二、課堂中，中英授課的比例要一比一，才算是雙語教育
根據前段定義，只要課程中使用了兩種語言，就算雙語教育，並沒有硬性規定中英該使用多少比例。中英使用的比例，應該視學生程度和教學目標，由老師評估後自行決定：學生程度不佳，使用太多英語授課會適得其反；學生英文能力強，則可提高英語授課比例。

一般來說，雙語教育應著重在教學科，英文只是學習的工具，而非學習的目的。這也扣合了第一點迷思，教學是為了達成學習目標，著重在傳授學科知識、技能時，使用簡單清楚的英文單字和句型（學習／教學工具），即可達到所希望的教學成效。

結語

雙語教育的實施的確困難，資源和金費確實有限，但孩子有接受雙語教育的權利，老師們也期盼未來的國家棟樑，具備能夠走出世界的優良英文能力。在現階段，如何把雙語教育從「空談」變為「美談」，仰賴各位老師秉持對教學的熱忱持續精進專業教學技能，為此，CLN 製作全新雙語教育線上課程，帶領各位老師逐步破解雙語和全英語教學迷思、認識常用教學模型，讓老師們放心用英文教授自己的專業，歡迎各學科老師參閱詳細課程內容。
雙語教育如何實現？雙語教學手法大公開 從心態建立到技巧掌握，雙語教學不再可怕！ 雙語教育實務篇：如何在教室中應用 CLIL 教學法 關於 CLN
CLN 創辦於 2014 年，位於國際地標台北 101 辦公大樓第 37 樓，擁有教學經驗豐富的顧問團隊，旨在提供高品質的企業英語培訓課程、翻譯、駐點諮詢、英文師資訓練、一對一顧問與商用英文家教等服務。歷年來合作客戶涵蓋各大產業，包含 Google、Yahoo、聯發科、Shopee、IKEA、賓士、GSK、Deloitte 等知名企業。

Founded in 2014, CLN is committed to providing a life-changing learning experience where companies are able to pave the way into the international market as well as communicate with fluency in foreign languages. CLN provides first-class English services including corporate training programs, business English courses, translation, teacher training, and one-on-one tutoring. Over the years, CLN has worked together with Google, Yahoo, Asus, Shopee, Mercedes-Benz, and several other global brands.

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雙語國家政策？雙語教學？帶你一次搞懂！

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教育部針對高、中、小學提出的具體措施包含兩點：「落實中小學英語課採全英語授課」以及「推動中小學部分學科及高職專業群科採英語授課」。同時針對高等教育，政府也積極推動大學雙語教育政策，初步構想是選出四所標竿大學，目標四年達到全校 90% 博班全英語授課、70% 碩班全英語授課、50% 大學部全英語授課。一言蔽之，就是從國小到大學都要提高英文授課比例。

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Simon Says Musical Brain Break Game for Kids!

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Simon Says Musical Brain Break Game for Kids!

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【TED-Ed】箱子裡的節奏：木箱鼓的故事 (Rhythm in a box: The story of the cajon drum - Paul Jennings) - VoiceTube 看影片學英語

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【TED-Ed】箱子裡的節奏：木箱鼓的故事 (Rhythm in a box: The story of the cajon drum - Paul Jennings) - VoiceTube 看影片學英語

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【看影片學英語】數萬部 YouTube 影片，搭配英漢字典即點即查，輕鬆掌握單字發音與用法，長久累積看電影不必再看字幕。學這些英文用法：TED-Ed,箱子,秘魯,奴隸,樂器,非洲,西非,調整,聲音,演奏,文化,西班牙,打擊,故事,形成,傳統,土著,座椅,特製,藍調,搖滾樂,低音,簡化,爵士,零件,廢除,跨越,簡單,外觀,彎曲,修改,潛力,聽眾,制度,舞蹈,帶回,融入,節奏,用於,方便,機制,發現,材料,抓到,禁止,人民,豐富,流行,結合,現代,歐洲,類型,旅行,概念,驚人,關鍵,製作,辦法,發展,產生,思考,國家,機會,美國,比較,使用,成為,世界,木箱鼓,佛朗明哥,音樂,木箱,裝貨,非洲鼓,…

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Students are invited to bring a favorite object in from home to show their friends. This could be a teddy bear, watch, book, game, pictures of a holiday or a toy. The students should try and speak about their favorite object for about a minute and at the end invite their friends to ask questions. It is best not to keep them to a strict time limit but make sure they finish their talk with: "Any questions?" and "Any more questions?". Try and make sure that at least 3 or 4 questions are asked. If no-one puts their hand up, just pick someone to ask the question.
"Good morning my teachers and friends. Today I want to show and tell you about this teddy bear. This is my teddy bear. Everything is pink so its name is Pink Postpet. I like it the most because it is pretty and lovely. It has pink hair, a pink nose, pink ribbon and brown eyes. My mother gave it to me on my birthday. That was two years ago. I keep it in my bedroom. When everything bores me, I hug and play with Pink Postpet. It makes me feel better. Before I finish I want to tell you Pink Postpet is very important to me."

- Phetroi, aged 12.

QUESTION TIME: The following are some ideas for questions that can be asked at the end of this Show and Tell session.

Q. Who bought it for you?
A. My parents bought it for me for my birthday.

Q. How much did it cost?
A. It cost 300 baht.

Q. What is its name?
A. Its name is Pinky.

Q. How many dolls do you have at home?
A. I have many dolls.

Q. How long have you had it?
A. I have had it for two years.

"Hello! My name is Chananard. Today I want to show and tell for you about my stamp album. I collect stamps because I like stamps very much and find them beautiful and interesting to look at. My father bought it for me. My father bought it at Central Department Store. Stamps come from envelopes. Every month I get new stamps. Stamp collecting is important for me."

- Chananard, aged 12.

QUESTION TIME: The following are some ideas for questions that can be asked at the end of this Show and Tell session.

Q. How many stamps do you have?
A. I have about three hundred stamps.

Q. Which is your favorite stamp?
A. I like the flower stamps best.

Q. Are all your stamps from Thailand?
A. No, I have stamps from many different countries.

Q. How much is your most expensive stamp?
A. The gold stamp cost 300 baht.

"Hello everybody. Today I want to show and tell for you. These are the Harry Potter books. My mother bought them for me for my birthday at Se-Ed Book Center in Central City Bangna. I like them very much because they are expensive and they are very, very fun. They were about one thousand Baht. I read them every Sunday and Saturday."

- Ittiwat, aged 12.

QUESTION TIME: The following are some ideas for questions that can be asked at the end of this Show and Tell session.

Q. How many Harry Potter books do you have?
A. I have four books.

Q. Which is your favorite?
A. I like the first book best.

Q. When did your mother buy the books?
A. She bought them last year.

Q. Who is the author of the book?
A. The author is J.K. Rowling.

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Students are invited to bring a favorite object in from home to show their friends. This could be a teddy bear, watch, book, game, pictures of a holiday or a toy. The students should try and speak about their favorite object for about a minute and at the end invite their friends to ask questions.

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外國人在國小學寫作的時候，都會接觸到一個最高原則"Show, don't tell."，意思是要寫一個好故事除了要「描述」通順，還要「描繪」出畫面感，讓它活靈活現、呼之欲出，只要開始"Showing"，就不需要再"telling"，這也是為什麼賣座小說卻不一定能成為賣座電影的因素之一，因為讓讀者「創造畫面」勝過「描述畫面」。

"Telling"的字多半是靜態的、抽象的，其中最困難克服的像是cold、tall、angry這類的形容詞或名詞；"Showing"的字多是動態動詞、具象、充滿細節，請看以下比較：

（Telling）Cold 冷

（Showing）I tighten my scarf and shove both hands deep into your pockets.

用「拉緊」圍巾、雙手「插入口袋」來創造畫面

（Telling）Tall 高

（Showing）Others look up when they talk with him

想要形容一個人很高，用別人要「向上看的動作」來呈現這個人的高

（Telling）Angry 生氣

（Showing）her face flushing, her voice rising

用滿臉「漲紅」、「聲音變大」的具體細節來描繪生氣的樣子

外國人在"show and tell"訓練比我們還要頻繁，他們說出口的英文往往是出乎意料的簡單、有趣、活潑，同樣都是錯過了公車，老中可能只會說：I missed my bus this morning.

老外會說：

I raced down the road, wildly waving my hands, and yelling, "Stop, stop"but the bus drove by without stopping.

再試試以下四個句子：

（Telling） My husband is a spender.

（Showing） Money always burns a hole in my husband's pocket.

說明：spender是「愛花錢的人」，雖然直截了當，但遠不如「口袋總是被錢燒個洞」的說法容易想像，還帶點自嘲的趣味。

（Telling） I had a great conversation with Jill over dinner.

（Showing） I was riveted by Jill over dinner. I barely touched my food.

說明：單純地說「我和Jill在晚餐上進行了很好的交談」不足以表現兩人之間熱烈的思想交流。「我的注意力完全集中在Jill身上，幾乎沒有碰一下我的食物」就很有畫面感。

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外國人在國小學寫作的時候，都會接觸到一個最高原則"Show, don't tell."，意思是要寫一個好故事除了要「描述」通順，還要「描繪」出畫面感，讓它活靈活現、呼之欲出，只要開始"Showing"，就不需要再"telling"，這也是為什麼賣座小說卻不一定能成為賣座電影的因素之一，因為讓讀者「創造畫面」勝過「描述畫面」。

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I hear and I forget.
I see and I remember.
I do and I understand.
Chinese Proverb.

#unstoppablekenny
#kenmediang
#youthimpactng

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I hear and I forget.
I see and I remember.
I do and I understand.
Chinese Proverb.

#unstoppablekenny
#kenmediang
#youthimpactng https://t.co/ILrcgjROkO

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I hear and I forget.
I see and I remember.
I do and I understand.
Chinese Proverb.#unstoppablekenny#kenmediang#youthimpactng pic.twitter.com/ILrcgjROkO
— Kehinde Aileru (@KennyAileru) May 24, 2017

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I hear and I forget.
I see and I remember.
I do and I understand.
Chinese Proverb.

#unstoppablekenny
#kenmediang
#youthimpactng https://t.co/ILrcgjROkO

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I hear and I forget.
I see and I remember.
I do and I understand.
Chinese Proverb.

#unstoppablekenny
#kenmediang
#youthimpactng https://t.co/ILrcgjROkO

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I hear and I forget.
I see and I remember.
I do and I understand.
Chinese Proverb.

#unstoppablekenny
#kenmediang
#youthimpactng

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【換日線專訪】你的英文不好，其實和中文有關？

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作者：世界看台灣 《換》人說說看／換日線編輯部

專研「雙語教育」的南洋理工大學國家教育研究院教授吳英成，研究生涯見證了新加坡不同階段的雙語政策──他曾擔任李家兩代領導人以及前外交部長楊榮文的華語老師，也是教育部、母語審查委員會、華語文審查委員會等官方機構的諮詢對象。

除了在新加坡國內著書立說，他也以英文在劍橋大學出版社出版《Teaching Chinese as an International Language》（直譯為「教授中文作為一門國際語言」）一書，透過新加坡案例，分享他的華文教學心法；活躍的國際學術參與讓他成為許多海外語言研究者取經的對象。

2022 年年初，臺北市政府發表雙語教育白皮書，自詡「率全國之先」推動雙語課程，計畫在 2026 年將北市國中小 100% 轉型為雙語課程學校； 到了年底，北市府教育局聯繫吳英成，邀請他就新加坡經驗提供政策建議，沒想到吳英成的反應是笑著反問：「你們知道嗎？我的『雙語』其實是在臺灣學的。」
留學臺灣，孕育「雙語教學法」
吳英成從小學開始一路就讀華校，畢業後獲得新加坡政府培訓華語菁英的獎學金，赴臺灣大學中文系留學。1960 年代的新加坡華校仍以華語為主要授課語言，僅英語單科用全英語教學，因老師大多是不會講華語的華人和印度人，無法理解學生的學習困境，導致教學成效不彰，也耽誤了吳英成的英語學習。

直到大學四年級，吳英成到臺大外文系修了一門由鄭恆雄教授開設的「中英語言比較」，才讓他茅塞頓開： 「這門課比較中文跟英文的的語音、詞彙、語法各方面的差異，我才發現原來我的英文不好，和中文有關。你會有病句，是因為你把英文的結構當中文處理。所以真要學好英文，必須知道英文和中文的區別，而教你的老師本身得通中英雙語。」 領悟了這點，讓吳英成的英語程度突飛猛進，更直言：「中文系奠定了我的文學基礎，但卻是外文系改變了我的一生，讓我日後能游走於東西方學問之間。」

吳英成深知在新加坡社會若英語不好，勢將面臨職涯天花板，因此在完成臺灣學業、返國修畢教育學程後，又赴英國倫敦大學亞非學院（SOAS, University of London）攻讀語言學博士，展開語言學習研究之路，隨後提出「雙語教學法」。

雙語教學法最初在 2002 年，吳英成擔任教育部學術顧問期間，於 4 所新加坡小學進行兩年實驗。這些學校主要由家裡講英語的華人學生組成，實驗教學配合他們的成長環境，以英語作為教學輔助語教授華語，打破過去華語課堂不得使用英語的禁令，解除華語初學者的心理障礙，最終獲得師生及家長的一致好評。吳英成透過這個案例和個人的親身經歷，證明要讓初學者學好第二語言，絕非像臺灣現行作法一樣，用不懂學生母語的外籍教師進行「沉浸式教學」，或者把原為中文的課程換成全英文就好。

另外，雙語教學法也並非「用學習者的第一語言教第二語言」這麼簡單。吳英成引述翻譯學者 Harris 所言，「所有雙語者都能翻譯」，指出雙語教學的終極目標，是讓學習者能夠貫通雙語間的差異，進行雙語翻譯；也因此，透過雙語學習外語，非但不會讓母語變差，反而能同時提升學習者第一和第二語言的能力。

他以中文母語人士學習英文為例，將學習歷程分為 4 個階段：必須從中文理解開始，接著依序培養英翻中、中翻英能力，最後才可能進階到全英語理解。因此針對學生的學習成果的評量，也可以分為 4 個中英口筆譯項目舉行鑑定考試，考試不需一次到位，而是按照學習階段循序漸進。

建議市府：中英雙語特選課程
儘管提出具體可行的辦法，吳英成並不認為所有學生都適合雙語教育。根據英國文化協會針對臺灣學生英語力的評量結果，目前僅五分之一高三學生的整體英語程度達到「歐洲語言學習、教學、評量共同參考架構」（簡稱 CEFR）B2（相當於全民英檢中高級）以上等級，對此吳英成表示：「臺灣要面對現實，現在只有五分之一的學生可以學雙語，所以我們的目標不要太難，五分之二就好。本來就不是所有人都能精通雙語，也不是所有人都要賺外國人的錢。」

1990 年代，新加坡曾在華中初級學院（已於 2005 年與南洋華僑中學合併為新加坡華僑中學）和淡馬錫初級學院開設培育語言菁英的「華語特選課程」（Chinese Language Elective Programme），一年僅招收 60 個學生。吳英成以此為例，建議臺灣開設「中英雙語特選課程」（Chinese-English Bilingual Elective Program），通過公正平等的遴選制度，錄取少數語言能力達標的學生。

課程內容除了前面提到的中英文口筆譯之外，還有「中英雙語專題計畫」──由教師出題讓學生設計專案，比如「如何把台灣介紹給世界」，「專題重視的是實踐，所以不需要考試，直接以作品評分。另外可以替學生建立雙語檔案庫，紀錄每個學期雙語學習的成果，以後將會是文憑不重要，重要的是你如何用電子檔案（e-portfolio）證明自己的（雙語）能力，甚至可以用來申請工作。」

鑑於臺灣目前尚缺乏英語環境，吳英成也構思了兩項國際化活動。其一是「國際校際在線課程」，透過與海外學校連線，讓有學英語需求的學生，可以和需要學中文的外籍生進行「語言交換學習」；其次則是「國際校際實地參訪」由政府提供獎學金，讓學生可以到英語系國家進行一週參訪。

針對師資來源，吳英成認為，本國英語教師作為中文母語人士，可以進行線下的英譯中教學；另外聘請外籍中文教師，線上教授更進階的中譯英課程。線上教學剛好能解決目前臺灣外師不足、成本偏高、流動率也高等問題；而本國和外籍教師分別根據個人第一語言的專業，從不同方向訓練學生的語言技能，各司其職，也能避免目前本國教師不知如何與外師合作的困境。
「用英文對外國人說臺灣的故事」
提出上述建言，吳英成可說是做足了功課，不僅蒐集了大量臺灣雙語政策相關資料，更自製投影片。不過在和臺北市教育局談完不久，臺灣即面臨縣市首長改選，他坦言一次會談要把所有概念解說清楚已不容易，現在又換新政府上任，究竟後續政策會如何發展，還須持續觀望。

但無論如何，他都希望臺灣人能理解：臺灣雙語教育的精神，不應該只是一味地模仿英語國家、試圖對內使用英語，而是放眼國際，「用英語對外國人講述台灣的故事」──而要做到這點，就必須要瞭解世界，也瞭解臺灣。新加坡模式有其歷史與文化成因，臺灣既不能、也不該複製，唯有建構臺灣特色的雙語教育發展格局，才是養成雙語人才的關鍵。
＊本文原刊於換日線 2023 夏季刊，更多深度分析，請參考《雙語教育 2030：借鏡新加坡》。
※本文由換日線網站授權刊載，原標題為《他來自新加坡，卻在臺灣學會「雙語」──南洋理工大學吳英成教授：英文不好和中文有關》，未經同意禁止轉載

更多換日線文章
重英文、輕華文，「兩頭不到岸」？──新加坡雙語教育效果，看一個世代就知道 能用英語教學的夫妻檔，反而不逼孩子學英文？──臺師大林子斌教授談「雙語教育」
作者簡介：

世界看台灣 《換》人說說看，什麼模樣的人有資格站出來分享自身的經驗？ 成功的定義其實很廣，不限於企業家、或權威學者，還有一些在各自領域默默發光的人， 他們也可以是廚師、設計師、運動員、工程師⋯⋯，或者遠渡重洋在異鄉工作的創業者，一起認識這些在你我身邊蟄伏的年輕朋友，讓麥克風交棒，《換》他們說說看。

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【換日線專訪】你的英文不好，其實和中文有關？

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專研「雙語教育」的南洋理工大學國家教育研究院教授吳英成，研究生涯見證了新加坡不同階段的雙語政策──他曾擔任李家兩代領導人以及前外交部長楊榮文的華語老師，也是教育部、母語審查委員會、華語文審查委員會等官方機構的諮詢對象。

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1.1.3 Teaching Context - Creative Displays using Infographics

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1.1.2 Introduction to CLIL in Bilingual Education

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1.1.1 Welcome + Tech Check + GTKY Activities

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1.2.1 Australian Education Beyond the Classroom

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1.3.1 Australian Wildlife - Demo ENGLISH SKILLS (1)

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1.4.1 Set Up - Jigsaw Sharing Australian Learning Resources.docx

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1.5.1 Creative Arts & CLIL Lesson 1.docx

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2.1.2 English for Teaching - Effective Instructions

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2.2.1 English for Teaching - Gesture and Voice

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2.5.1 Teacher Toolkits and Course Reflection

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Peer teaching reflection:
1.What are you proud of with your teaching?

What I am most proud of in my teaching is the ability to accurately gauge the "students' "level and manage time effectively so that all the procedures are completed within the allotted time. However, if such teaching proves to be too challenging or fast-paced in a real classroom setting, adjustments must be made. I am grateful for the dedicated cooperation of my colleagues; they are not only the best students but also the best teachers.

2.Is there anything you would change based on feedback?

Yes, I will design more time and opportunities for students to practice because even though acapella is fun, it is not easy.

3.What are 2 techniques / strategies / frameworks / activities you saw from your peers that you would like to add to your toolkit?

1.Lucy's use of toast as a concept in designing variation exercises is worth learning from.

2.I will follow Joyce's example and incorporate the story and learning of the cajón into my teaching.

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Blue Room A Peer Feedback - Participants

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Three ideas I learned from peer teaching

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Three ideas I learned from peer teaching

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1.Using cute or colorful images in the presentation can capture students' attention.

2.In the presentation, key points that require students' attention can be highlighted with pictures or animations of faces (human faces or animals), which are particularly eye-catching.

3.Incorporating actions like body movements (Go & Freeze), verbal engagement (Singing), or rhythmic tapping (Cajon Practice) can help students stay more focused.

and I'll ask Joyce how to teach the cajon.

Today all of us did a great job！

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Blue Room A Peer Feedback - Participants

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The Teachers' Room: Top tips for giving instructions

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Thanks for uploading your lesson plan, Lily. What a lovely experience for your students singing acapella :) Let's talk about setting up a task before every text.

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Today was a rare opportunity for me to assist the kids from MBBC in an online video class. Although it was just a brief session of less than an hour, my time teaching them only amounted to 1-2 minutes. However, the children were attentive and showed a genuine curiosity about Taiwan.

In fact, I am also curious about primary education in Australia. How many hours do Australian kids attend classes each day? How long are their breaks? Do they have lunchtime? What time do they start and finish school?

What subjects are taught in primary schools there? In Taiwan, children have to take classes in their mother tongue; is it the same in Australia? Do Australian classrooms have homeroom teachers as well? Do these teachers also teach subjects like English and Mathematics?

I hope to have the chance to ask them and compare the education systems between Australia and Taiwan, to see what differences exist.

I am based in Taichung, and in the previous academic year, I taught fifth-grade students. I find that the kids from MBBC are just as lively and adorable as my own students, but they also display a strong sense of discipline. Thank you, Mr. Rosetta, for this wonderful opportunity.

I extend my gratitude to QI for arranging this experience for us to have a firsthand encounter with the education system in Australia. Thank you, MBBC, for providing us with such a pleasant teaching experience. I hope tomorrow's Peer Teaching goes as smoothly as it did today!

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Vocaroo is a quick and easy way to share voice messages over the interwebs.

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Games are so much fun. Kids love to play and learn different games. Being active is great for children. Fruit salad can be played as a party game, amongst friends or even at a school.

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We've all played 'Follow The Leader' at some point of our lives. It's a classic game that is played all around the world.

But did you know there are at least 17 variations of 'follow the leader'.

I've been a teacher for the last ten years, and I have used the simple concept of following others in many different ways. My all-time favorite follow the leader games include:

To get into this list, the game just basically has to involve one child or lots of children following someone else in some sort of way. Also...it has to be absolutely fantastic to make the cut!

Children enjoy imitating visuals, movements, sounds, voices - anything that they experience. There is some research that suggests that these kind of interactions develop positive behavior (amongst other things). ( Source)

Some of the following are whole group games, some are pairs games, and some can be a mixture of the two.

1. Copy Cats

This is a great game for eye contact, and the children all enjoy looking at the person who is 'it' and trying to copy their movements. It's also good for spatial awareness, as well as being an excellent movement game.

One child is 'it', and everyone else is the copy-cat.

It is a good idea to have a more skilful child as 'it' first, or even have an adult play that role to start with. It is always a good idea to get off to a good start (in anything!).

The person that is 'it' is going to move around whatever space you have in a certain way. The others are going to copy the movement.

They don't need to follow the direction that the person who is 'it' is going - they just need to move in the same way.

So, for example, the person who is 'it' jumps like a frog. Everyone copies. Then they tip-toe sideways, and the rest copy.

Vary the moves. Some simple ideas are:

i) Move like different animals - e.g. a bird, a snake, a kangaroo

ii) Do simple jumps, hops, skips etc

iii) Move really fast/slow, high/low

For many more spectacular eye contact games, then check this out.

2. Copy Cats Freeze

Now it's time to 'up the ante' slightly. Here's the harder version.

This game is basically the same as the version above, but this time there is a 'trick move'. The 'trick move' could be 'hop on one leg', for example.

Start the game again, with all the copy cats following the person who is 'it'.

However, whenever that person starts hopping on one leg they have to freeze!

If you start copying, you are out. You could possibly sit down for a moment, but probably not for too long.

Another variation of this game is that when the person that is 'it' does the 'trick move', the others have to do something different. So, it might be when 'it' starts jumping, everyone has to do anything apart from jumping (hopping, skipping etc).

3. Copy Cats Pairs

This pairs game is pretty much the same as the group version of 'Copy Cats.'

Pair up with someone, and one of you is the 'leader' first. The leader moves in different ways - fast, slow, high, low, like animals and all that kind of thing - with the other person following.

Shout 'switch' after a couple of minutes, and they swap roles.

Same as with the group game, this can be extended in different ways, such as:

i) Have a 'trick move' where they freeze

ii) Have a 'trick move' where they have to do their own different move

4. Pied Piper Game

This is probably the simplest 'follow the leader' game, and is great for even very young children.

One child (or maybe the adult to start with) is at the front. The rest are going to follow behind the first, all trying to keep a reasonable gap in between each other.

The person at the front can move however they like, and the others are going to follow.

Some good moves are:

i) Long or short footsteps

ii) Travelling low, or reaching up high

iii) Going fast/slow

iv) Moving like animals

You can move in a straight line, or you can loop round all over the place.

5. Follow The Leader Freeze

This is a bit like the Pied Piper game, with a bit of a vibe of 'What's the Time, Mr. Wolf?' added to spice up the mix.

One child is at the front. They are going to walk in any direction, and the other children are going to follow in a line behind them.

They can walk normally, or they can mix up the movements same as before (to make it slightly harder).

Every so often, the person at the front is going to spin round. They could also say something like, 'Who's there!?'

Everyone is going to freeze.

If the person at the front sees you moving, then you have to go to the back of the line.

If you are just walking in a line, then you will be frozen in a normal standing position.

However, if the leader is moving in different ways, then the children will be frozen in much more challenging and comical positions!

The leader can really get them moving in the most elaborate ways possible, before spinning round and getting them to hold that freeze.

6. Follow The Leader Mystery

This game is just a little bit trickier. It's a bit like 'Wink Murder' (or 'Blink Murder'), but is also a simple 'follow the leader' game at the same time.

Pick one child to be the 'detective'. This child is going to close their eyes.

Then silently select one child to be the 'leader'. Pointing at them is probably the best way of doing this.

Just before the 'detective' opens their eyes, the children are going to start playing the original 'Copy Cats' game from before.

The 'leader' moves in a certain way, and the children all copy, moving around the space in different directions. You don't follow the leader in a line in this activity, as that would give the game away.

Now it's time for the 'detective' to open their eyes.

They are going to try to guess who is the 'leader'. They have at least three guesses, and maybe more with younger children. Alternatively, you could just keep going until they guess correctly.

This is another fantastic game for eye contact.

7. Follow What I Say, Not What I Do

This is a very funny game, and a great listening activity.

It's a bit trickier, and I would probably not play this with children under the age of 5.

Basically, whoever is 'it' (either child or adult) is going to give instructions on how to move, but then move themselves in a different way. The other children are going to follow what they say, not what they do.

As an example, the 'leader' says, 'jump', but then hops backwards. The children have to jump themselves (not hop backwards).

There are tricks the leader can do to make it harder such as:

i) Do several movements and instructions in a row that are 'correct', then throw in a wrong one

ii) Have only a subtle difference between the movement and the instruction. For example, say 'Jump backwards', and yourself jump forwards.

For many more brilliant listening games like this, then check this article out.

8. Stepping Stones Lava Follow The Leader

How exciting would it be to combine 'follow the leader' and 'the ground is lava' into one game? I'll tell you - unbelievably exciting.

For this you need some rubber spots all over the place. These are the stepping stones over the lava.

The children are going to gather in a socially distanced line, with the person who is 'it' at the front.

The leader is going to begin stepping over the lava on the rubber spots, and they are going to move in different ways as they do it. The rest are going to try to follow.

So, the leader might:

i) Jump sideways

ii) Do big giant steps

iii) Try stepping backwards

iv) Step low or high

9. Follow Ladder

All you need is some kind of rope ladder for this game. Put it on the ground, and the children are going to try to move or jump along it.

Have one child to be the designated 'leader' to start with. They are going to move in a certain way along the ladder, and the others are going to follow them. They might:

10. Mirror Image

This is a brilliant game for eye contact and teamwork. It also introduces symmetry in an active and fun way. ( For the best hands-on symmetry activities, check this article that I wrote out).

The children sit in pairs. One is the 'leader' and the other is going to copy.

Basically the leader does some kind of movement, and the other child is going to copy. Some good movements might be:

Put your arm up and wave (the other child copies)

Jump, hop, squat

Clapping

Patting their knees

Moving their head from side to side

Children normally naturally do it like a mirror. So, for example, if one child waves their left arm, the other waves their right (just like a real mirror.)

11. Mirror Balances

This is kind of like a fun yoga game.

The children all stand in pairs facing each other.

One child in each pair is going to be the 'leader' to start with, and the other is going to copy.

The 'leader' will do some kind of pose. The other child will copy it.

Some good poses to try include:

i) Stand on one leg

ii) Put your arms out like a tree

iii) Stretch up tall

iv) Go down small

You could be as imaginative as you want with these poses. The 'leader' has a few goes, and then the two children swap roles.

12. Mirror Sequence

The idea of this game is similar to the mirror poses above.

The children face each other in pairs. One child is going to do two actions, and then the other will copy. Both are going to say '1, 2' as they do them.

For example, the 'leader' might go, '1' (reach up), '2' (clap). The other child is going to copy the sequence, saying, '1, 2' and copying the actions.

You can extend to three actions, and possibly more if they are doing OK.

Simple actions to model and try out include:

i) Jump

ii) Hop

iii) Clap

iv) Pat a part of your body

v) Pull a facial expression of some sort

13. Copy The Face

This is a great game to play in pairs, but you could also play it with one child at the front and everyone copying.

Anyway, basically you have one child who is the leader (either in the pair or of the group).

That child is going to make some kind of facial expression. It could be happy, angry, or sad, for example. The others try to copy.

Have a few goes, and then swap leader.

To make it even easier, the adult could lead, and the children try to copy.

14. Copy The Sound

All children love experimenting with sounds, and this game is an excellent early phonics activity.

There are different ways of doing it.

Probably the easiest is to sit in a circle. The first child in the circle (or the adult) makes a noise of some sort. For example, it could be going 'woooo!' like a ghost.

The next child is going to copy. Then the next child copies them, and they pass the noise all the way around the circle.

Other great noises to make could be:

1. Animal noises - such as a monkey, cow, lion, or mouse

2. Sound effects - words like 'bang', 'pop', 'whizz' etc

3. Phonic sounds - things like 'eee', 'ooo', 'shhh!' etc

15. Copy The Rhythm

Here's another fantastic early phonics activity, that has this element of 'follow the leader' as part of the game.

Sit in a circle.

It is a good idea to pick a theme for this game. It could be vehicles, or superheroes, as simple examples.

Let's take the example of vehicles. The first child is going to say a vehicle, and clap the syllables of the word at the same time. All the other children are going to copy.

So, they might go, 'lor-ry!' (with two claps).

Everyone else copies, clapping at the same time.

Then the next child goes. They might say, 'am-bu-lance' (with three claps.)

Once again everyone copies.

There are lots of variations of this copy the leader game. You could:

For lots more beautiful rhythm and syllables games, then take a look at this.

16. Follow The Leader Band

This is a brilliant 'follow the leader' game with some music thrown in.

Have a selection of a few instruments to choose from.

Pick one child to be the 'leader'. They are going to go at the front of a group of children.

The leader will select one instrument. They are going to go around the space hitting the instrument.

The other children are going to follow, and they are going to move in a way that suits the sound.

For example, if the leader is playing a drum, then they might stamp like angry giants. If they play a triangle, then they might be creeping on their tiptoes.

Any instrument the leader could play quietly, loudly, fast, or slow. It could be combination of a couple of those ways, for example slow and loud.

The other children are always going to try to move in a way that suits that particular sound.

Have a few goes at being at the front, and then swap leaders.

17. Train Track

Mark out a pretend 'train track'. It could be a 20m circle of cones for example.

Have a line of children in a group. These are the 'carriages' waiting at the station.

Pick one child to be the leader. They are going to be the 'train'.

The 'train' sets out to do one lap of the 'track' all by themselves.

When they get round once, they go to where the others are waiting at the station. The first carriage in the line is going to hold them round the waist (like in a conga), and then off they will go for another lap together.

When they finish that one, they go back to the station, pick up the next carriage, and off they go again.

In the end, there will be a huge chain of children going around the track. A fantastic activity for all train lovers.

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17 Follow The Leader Games | Early Impact Learning

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We've all played 'Follow The Leader' at some point of our lives. It's a classic game that is played all around the world. But did you know there are at least 17 variations of 'follow the leader'. I've been a teacher for the last ten years, and I have used the simple concept of following others in many different ways.

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Who Took The Cookie? | Nursery Rhyme | Super Simple Songs

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Vienna Philharmonic - Hedwig's Theme (From Harry Potter)

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1.5.2 Notes for Effective Instructions Lily

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One thing I learnt was project-based learning (PBL), especially for online classes. My young learners are quite energetic in Zoom class but I wanted them to enjoy practising English outside of class too. So, I designed a project for them to answer the challenge question, How do we make songs in English?

Over a series of lessons, we worked on vocabulary and pronunciation in class and the students practised and recorded their part of the song on their parent's mobile phones. The production stage really motivated my learners and definitely inspired their creativity.

After four weeks, we produced our first video clip! The students were so proud of themselves and so was I!

Watch Yukari's students sing on YouTube:

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Project-based Learning - The Queensland Institute Pty Ltd

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One thing I learnt was project-based learning (PBL), especially for online classes. My young learners are quite energetic in Zoom class but I wanted them to enjoy practising English outside of class too. So, I designed a project for them to answer the challenge question, How do we make songs in English?

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Having good classroom management strategies, is essential if you want to get the most out of the limited time you have with your students. Classroom management is about identifying the 'critical moments' of a lesson that need addressing to create an effective learning environment.

Rather than establishing rules and reward systems, let's think about creating an effective learning environment where learners are actively engaged. A lot of natural, genuine communication takes place while managing a group of learners that provides them with comprehensible input, so keeping instructions and classroom language in English increases the opportunities for language to be acquired and practised.

Here are five simple strategies to implement to help you manage your primary classroom:

Establishing expectations and routines

Routines help to establish expectations making classrooms function more efficiently and effectively. Having familiar routines help children feel secure in the classroom as they promote cooperation and a sense of community. Having well-structured routines also helps to provide opportunities for repetitive language meaning that the language is acquired more easily as it is supported with actions and highly contextualised.

Some of these routines may include:

Entering the classroom

Speaking to the class

Asking questions

Giving instructions

Setting up activities

Getting learners into groups/ pairs

Dealing with materials

Tidying up

Ending lessons

Keep instructions simple and in English

By keeping instructions in English, you are increasing the students' exposure to English at the maximum which encourages them to develop their listening and understanding skills and helps you to communicate with them.

Try using imperatives so the instructions are not hidden in lots of unnecessary language. Consider the difference between:
What we are going to do next is that we are going to look at some pictures and see if we can match them with the words on the board, and then I want you to write the correct word under the picture.
and
Look at the pictures. Look at the words. Write (supported with a demonstration).
Limit the number of instructions you are giving to two or three. This will enable you to stage the activity appropriately ensuring that each child knows what is expected of them and the class will complete the tasks more or less at the same time.

Support instructions

As well as using imperatives, support what you are saying with a demonstration or example, especially if it is the first time you are doing a new activity. Children are very good at trying to understand what you want them to do, and don't just listen to words. They look at what you are doing, they understand body language and gestures, and they read pictures and visuals well.

To aid this, consider presenting the instruction verbs you are going to use at the beginning of the lesson as a 'listen and do' activity. A couple of minutes spent doing this will make the lesson run much more smoothly.

These communication tools are invaluable in the language classroom and support classroom management just as much as the language you are teaching.

Getting attention

Find ways to get and keep their attention which don't involve raising your voice. Here are some ways that you could do this:

1. Train your students to respond to a signal such as a small bell, a tap on the blackboard, or raise one arm which the students have to copy.

2. Stand at the front of the class and quietly whisper a short sentence. The children nearby will go silent in order to hear what you are saying, and the whole class will gradually quieten down.

3. Have a notice on the wall with Shhh! on. When you want their attention, move to the notice and point at it. This is a 'positive anchor' point, so only stand there when you want to use it.

4. Have a 'Call and Response' strategy. For example the teacher calls out 'Hocus pocus!' and the class respond with 'Everybody focus!' Or clap/tap a rhythm that the students copy. However, make sure to change it regularly so they don't take it for granted.

5. Shout out an instruction that all the class has to follow, for example stand up or, hands on heads. Just make sure you are not disrupting your own lesson.

Plan what you are going to say and do

If you are new to teaching, or feel you need to make improvements in your classroom management, take some time to plan HOW you are going to do something. Very often we focus on WHAT we are teaching and forget to plan the HOW. Make sure you allow time in your lesson planning for all of the management bits and pieces as it takes time for children to enter the classroom, to get books and equipment out, or to stand up and get into groups. Therefore, make sure you plan how you are going to get the children into groups and how you are going to do each activity. Most importantly, plan what you are going to say. If you have thought about it beforehand, it will happen more naturally.

It's not WHAT you do in the classroom it's HOW you do it. When it comes to Classroom management and behaviour there is only one person's behaviour you have control over...YOURS!

Find more resources to support your day-to-day classroom management, plus ideas and practical tips to motivate young learners and help your mixed-ability students shine here.

_________________________________________________________________________________________

Jane-Maria Harding da Rosa's career has spanned over 25 years. She worked as the Director of Studies and Teacher Training Coordinator at International House Porto and specialised in Teaching English in Young Learners, (in which she has a Master's Degree from York University). For 10 years Jane worked as part of the Academic Management Team at International House Newcastle and, as well as teaching, was heavily involved in running CELTA, DELTA and CLIL methodology courses. In 2020 Jane completed a PGCE in Primary Education at Sunderland University, and has since been teaching in Primary schools in the North East of England. The ELTOC session on classroom management in relation to group work has been written considering Jane's first-hand experience in managing large classes of children in conjunction with her expertise in English Language Teaching.

Categories: Uncategorized | Tags: Classroom management, Jane Maria Harding da Rosa, Primary, Professional Development, Young Learners | Permalink.

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5 strategies to help you manage your primary classroom

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Understand how good classroom management strategies is essential to help create an effective learning environment.

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During the recent webinars I presented for OUP on Project-Based Learning, I set out a framework which could be used in ELT.

Project-Based Learning is defined by the Buck Institute for Education (2018) as a teaching method in which students gain knowledge and skills by working for an extended period of time to investigate and respond to an authentic, engaging, and complex question, problem, or challenge.

In order for this to be more accessible for English Language Teaching (ELT) we need to set out a framework and be selective to make pedagogic sense.

Generate and stimulate: This has to come from the teacher initially, especially if you are dealing with young learners or teens. It is about knowing your students and knowing what will motivate them in terms of the topics and activities you are going to ask of them. Generate interest by discussing issues that directly affect them, and this will stimulate them further. It's the teacher's job to build curiosity and passion in to the project, adding and stirring when necessary. As ideas are generated, areas that need further exploring should become exposed. As a group, decide which problem/area you want to explore.

Define and refine: From this you need to define a driving question - one where the answer cannot be simply 'Googled'. Each class or group within a class should have a different driving question that is specific to their interests. You may start with defining quite a big question such as ' What size should the trains be?' And refine this down to ' How can we get as many people on the train as possible? '. These questions should not be written in 'educationese' like 'What methods could be used to maximise the capacity of the trains?', but worded by and for the learners.

Designate and Collaborate: At this stage, the project is truly designed, and the goals are set using SMART principles ( Specific, Measurable, Achievable, Relevant, T imely). The tasks and activities are designated to the learners who want them or feel they would like the opportunity to do them. There should be a strong sense of collaboration, so that not one student feels like they are doing all the work, or are isolated. At this point it is a good idea to visually display the goals which have been set, who is doing what, and timescales. This is an opportunity to value each and every member of the class.

Compare and Share: It is essential that there is a continuum of input and feedback, and this should come from peers as well as the teacher. Getting groups to compare what they are doing and sharing their ideas will only make all of the projects better. Students get a better idea of their own performance by seeing what others have done and comparing themselves in relation to each other. Giving and taking critical feedback is also an important part of development; using the THINK mnemonic (see diagram above) should set expectations and provide guidelines for peer feedback. Having a 'growth mindset' is about learning how to receive and use feedback productively, accepting critiques as suggestions for improvement rather criticisms of failure.

Enhance and Advance: Learners start off using the knowledge and skills that they have, but then develop these further through the tasks or research that they are doing. This is what makes perfect pedagogic sense, where they have created a context that interests them, which in turn has defined the language that they need to complete a task. This integrates language, as well as content and skills development. Essentially they are providing inherently important reasons for using the language. According to Patsy Lightbown, a lot of language is acquired through meaningful language usage. However, many features of language cannot be acquired, so it is our job as English Language teachers to provide them with the language they need to complete the task.

PBL allows us to adapt goals for learners at different proficiency levels, using the content the learners have created as a backdrop provides meaningful language. The focus should also be on developing Higher Order Thinking Skills (HOTS) such as reasoning, enquiry and discussion, creative thinking, self and peer evaluation, and hypothesizing. Compare these skills to Lower Order Thinking Skills (LOTS) such as remembering information, ordering information, defining objects and checking understanding. Other skills that need to be enhanced are 21st Century skills (for more information click here). These include: Content Knowledge and 21st Century Themes, Learning and Innovation Skills, Information, Media and Technology Skills, and Life and Career Skills.

Review and Revise: Students look back at the whole project and review what they have done, being critical of their own work. Similar to the Compare and Share stage but students need to turn the THINK questioning on to their own work and evaluate and state what they like, and what they would have done differently if they were doing it again. This helps to consolidate learning and assess what learning has taken place.

Produce and present: This is the final product and it should be presented to more than just class peers. It doesn't have to be a poster, display, or a PPT presentation - with the advancement of technology there are so many other ways to publish the work that your students have done, from infographics to using Minecraft! Some of the other suggestions that came out through the webinar include: leaflets, videos, photo stories, podcasts, school magazines, comics, e-books, school websites, blogs, Prezzi presentations, puzzles, links with QR codes, video tutorials, Padlet, and using Google Forms and documents.

The PBL Framework is presented in a circle, as more often than not, more interest and motivation is generated during the presentation stage, stimulating more areas of inquiry and leaving questions that still need exploring. Perhaps the presentation is from another group of learners which generates and stimulates conversation with your group of learners.

The framework is only complete when we add the student to the centre, making sure that they are at the heart of the project. It is their project, rather than the teacher's, and that needs to reflect the needs and interests of the learners.

As teachers, we need to coordinate and manage the whole process at every stage. It's not about giving it to the learner and walking away until a final product is handed in. It's a lot more work for us! We have to manage and micro-manage each section, stage, and learner to make sure they are all benefitting from PBL.

Lastly and most importantly, we shouldn't lose sight of the fact that we are language teachers and we need to provide language input, so at each stage of the framework, there should be time allocated to language input. We need to provide the learners with the language they need in order to carry out the tasks, do the research, present their findings. That means a lot of different structures will be needed - we can't expect them to know it all already. There are a lot of opportunities to develop the different skills (Reading, Listening, Speaking and Writing) while on the PBL path. These all need to feature somewhere in your lesson plans and making sure that each learner is not neglecting development of any of the skills.
Qs: Can PBL be used in the language class for adults? Is it difficult for primary students? Does PBL make sense in evening schools as well where you meet 1 1/2 hour each week for 12 times?
A: There were a lot of questions on whether PBL is suitable for different ages and levels and teaching situations. The PBL framework could, and should, be used as that - a 'framework' - where you adapt the content and language according to your learners, their age, stage of development, interests, language competency and number of hours you have available. There is no time scale because you can adapt it to suit the time you have available, choosing which sections of the framework to focus on if you need to.

Qs: I've often had students who can produce understandable but incorrect language. How much correction is really meaningful for projects? Often we need really disciplined students to complete tasks in English. How can you make them speak only English? You mentioned having language input between each stage; would this be topic related or functional language for completing the projects (collaborative phrases etc)?

A: A lot of comments came up about language and how your students didn't have enough language to do PBL. This is where you need to identify what language they will need to do a specific task, not just the content language but functional language too, and provide some input on that, like you would in a normal language lesson. At each stage of the framework they will need different functional language, as well as different content language. Remember the 'Enhance and Advance' stage/element is to start with what they know and can build upon, both in terms of content and language. Providing language input is a key to a successful PBL environment. When teaching in monolingual situations, you need to create a positive learning environment where the students want to speak in English (as you would in your normal lessons). I usually nominate one student in each group (a different student each time, and not necessarily the strongest) to be the 'English Captain', giving them the responsibility to make sure as much English is used as possible.
Q: How do you get ideas for topics? Not all students are interested in one topic, how can we manage that? What happens if several students want to tackle the same aspect of a question? Should I have to decide with my pupils what content is?
A: Karen suggested that maybe the teacher could give a choice of projects, and students vote to choose collaboratively. One of the main objectives of PBL is to encourage collaboration, and it starts with the choice of topic. To get inspiration about some of the topics to use have a look at some of the links listed below. Defining a point of inquiry is just the start, as this soon gets refined to something more specific. If there are several students who wish to explore the same area, that is fine, it will make the 'Compare and Share' stage more generative and it will raise the overall level of the projects considerably. Like with all language lessons you will want to set the students home learning tasks (I've stopped using the term 'homework' as I don't want them to get the right answers just for me to mark, but because they are learning).

At the end of the session I shared that my life philosophy is based on MMM, which is a more learner-centred, child friendly view of how language is acquired used by University of Nottingham ITE team.

MMM; Meeting new language, Manipulating it and M aking the language your own.

This also supports the pedagogic reasoning behind PBL, where the learners are 'Meeting' the topic/content/language/ driving question, 'Manipulating' it as they research and develop their ideas, and by doing a presentation they are 'Making' it their own; they are taking ownership of the topic/content and language so that it belongs to them.

So now that you have MET PBL, it is up to you to decide if you want to MANIPULATE the ideas suggested to your individual teaching situation. If you do that, then you will certainly have a feeling of OWNING PBL...having MADE it your own. And this is exactly the sensation you want to create in your lessons, so that your learners leave with a sense of owning the project, owning the content, owning the skills, and owning the language.

Jane-Maria Harding da Rosa worked as a Director of Studies at International House Porto where she specialised in teaching younger learners. She gained her Master's in TEYL, and now works for IH Newcastle as a senior teacher and CELTA and DELTA tutor. She also presents workshops and training sessions. She contributed significantly to the writing and re-structuring of the IH Certificate of teaching Young learners and Teenagers, which is now assessed by Cambridge Language Assessment unit.

References:

Brewster, Ellis and Girard. (1993). The Primary English Teacher's Guide. Penguin.

Buck institute for Education. (2018). What is PBL? In project based learning, teachers make learning come alive for students. [online] Available at: https://www.bie.org/about/what_pbl. Accessed 10/5/18.

Lightbown, P. (2014). Focus on Content-Based Language Teaching. Oxford: OUP.

BIE PBL YouTube Video Project Based Learning: Explained
https://oxelt.gl/2Ml9mUl

What is project-based learning? 15 PBL ideas fit for your classroomby Lucie Renard - Jun 22, 2017
https://www.bookwidgets.com/blog/2017/06/what-is-project-based-learning-15-pbl-ideas-fit-for-your-classroom

25 Creative Ways to Incorporate More Project Based Learning in the Classroom By Terri Eichholz April 18, 2016
http://www.fusionyearbooks.com/blog/project-based-learning/

Buck institute for Education. (2018). What is PBL? In project based learning, teachers make learning come alive for students. [online] Available at: https://www.bie.org/about/what_pbl.
Accessed 10/5/18
Other interesting YouTube videos and Blogs you may find useful:
How to Design Project-Based Learning Activities EUN Academy: https://youtu.be/_3yAODXnAsg
http://digitaldivideandconquer.blogspot.co.uk/2016/01/project-based-learning-in-your-classroom.html?m=1 https://hqpbl.org/wp-content/uploads/2018/03/FrameworkforHQPBL.pdf
MMM : How many TLAs do we really need? Is there room for one more?
By Jane-Maria Harding da Rosa
https://jmhdr.wordpress.com/
There are SO MANY resources and inspiration on Pinterest which gives you links to blogs and websites.

Categories: CLIL, Professional Development, Skills, Teenagers, Young Learners | Tags: 21st Century skills, Jane Maria Harding da Rosa, Project work, Project-based Learning | Permalink.

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Jane Maria Harding da Rosa Archives - Oxford University Press

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During the recent webinars I presented for OUP on Project-Based Learning, I set out a framework which could be used in ELT. Project-Based Learning is defined by the Buck Institute for Education (2018) as a teaching method in which students gain knowledge and skills by working for an extended period of time to investigate and respond to an authentic, engaging, and complex question, problem, or challenge.

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TESOL: Teaching English for Speakers of Other Language
ICGs : Information Checking Questions

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We all have a story to tell.

Story-telling and books are at the core of the CHALK Crew. We aim to develop a passion for reading and self-expression through arts in a program that encourages creative and critical thinking skills. With our project-based approach, children play through the themes of the books we read.

CHALK's founder, Ceara, comes from a background in story-telling, teaching languages and drama and lecturing in reading and linguistics.

CHALK workshops are designed to develop literacy and language skills. Whether in school or preparing for school, our one-to-one capacity building workshops are designed for learning through a creative arts approach. Workshops are also run in schools, building reading confidence and communication skills across all year levels.

The CHALK Crew runs holiday workshops and book-inspired parties for children and adults.

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The CHALK Crew, Strategies in Literacy, Arts and Education

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Educational story telling, children's workshops, school workshops, learning through arts and play. Story telling and books, developing a passion for reading. Building reading confidence. English language tutoring learning through language arts for all age groups. Ages 2-100. High school language art

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EMI: English as a Medium of Instruction
EALD: English as an Additional Language or  Dialect
WALT: We are learning to.......
WILF: What I'm looking for
GTKY: Get to Know You

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Tongue Twister

noisy noise annoys an oyster

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Please click here if you are not redirected within a few seconds.

What noise annoys an oyster most? A noisy noise annoys an oyster most. And finally, our favourite, and, we believe, the most difficult.

Home / Fun Stuff for Kids / Tongue Twisters / Any noise annoys an oyster but a noisy noise annoys an oyster more. You may also be interested in these:

Apr 16, 2021 · A noisy noise annoys an oyster - say this as many times as you can, as fast as you can! Where do tongue twisters come from? Tongue twisters have ...

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noisy noise annoys an oyster - Google Search

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Please click here if you are not redirected within a few seconds. What noise annoys an oyster most? A noisy noise annoys an oyster most. And finally, our favourite, and, we believe, the most difficult. Home / Fun Stuff for Kids / Tongue Twisters / Any noise annoys an oyster but a noisy noise annoys an oyster more.

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head up 抬頭看老師
head down做自己的事
head together和同學討論

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hands touch shoulderts - I don't understand
hands touch head - Not quite understand
wave hands near head - understand and enjoy learning

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https://www.educaplay.com/learning-resources/15520266-virtual_peer_teaching_lesson_plan.html

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Match the example lesson to the different parts of the lesson plan.

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NTNU0723 Virtual Peer Teaching Lesson Plan

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Learning Resources (Matching Pairs): NTNU0723 Virtual Peer Teaching Lesson Plan (pedagogy) - Match the example lesson to the different parts of the lesson plan.

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1.How do you feel hosting this sharing session?

Even though I was nervous, I actually completed the task. I want to thank my colleagues for their support, cooperation, and feedback.

2.Describe at least one aspect of your sharing that you are particularly pround of. Tell us why.

During the sharing session, I interacted with the audience using various methods, including typing answers in the chat box, engaging in a ping pong-style , and using emojis to express feelings and emotions.
Additionally, I believe the conclusion  to the teaching aspect, using the Chinese proverb: "I hear and I forget, I see and I remember, I do and I understand." Doing the knowledge is the best way to learn.

3.Describe any aspects of your session you might change/adapt based on peer feedback. Suggest the changes you would make.

The presentation interface is not engaging enough and lacks interesting activities and games. It may be suitable for adults, but if the target audience is children, it needs to be adjusted.

4. What is one goal you have for future sharing sessions?

Next week, I hope my teaching can be more engaging and inspiring, allowing students to take initiative in self-learning after class and  deeper into the topics I introduce. I want learning to extend beyond the classroom and continue to happen by themselves.

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Hello Hello How are you ? - WARM UP TIPS for your class - Mike's Home ESL -

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https://wordwall.net/resource/3817771/aussie-animals-1

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Wordwall - Create better lessons quicker

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Unscramble - Drag and drop the keywords so that they are all next to the correct description.

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https://www.youtube.com/watch?v=hOZ-oHrAOtI

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1. PBL (Project-based learning)：項目導向學習，一種教學方法，學生通過長時間的工作來研究和回應真實、引人入勝且複雜的問題、問題或挑戰，以獲得知識和技能。

2. CLIL (Content and Language Integrated Learning)：內容與語言整合學習，一種教學方法，通過使用非母語語言（例如英語）來教授學科內容，促進學生同時掌握語言和學科知識。

3. Flipped Classroom：翻轉課堂，一種教學方法，學生在課堂前通過自主學習資源（通常是視頻）預習課程內容，課堂時間則用於討論、問題解答和應用知識。

4. Infographic：信息圖，一種以視覺方式呈現信息的圖表或圖像。

5. Peer Teaching：同儕教學，學生之間相互教授和學習的教學方法。

6. Bilingual Lesson Plan：雙語課程計劃，指一個以兩種語言（通常是母語和外語）為基礎的教學計劃。

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1. I have 2 daughters.

2.I am 51 years old.

3.Today(7/17) is my birthday.

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https://chat.openai.com/c/2c5b24c3-7cc8-415b-9be9-e733e3712fa5

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NTNU0723 Project-based Learning program__12 July

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https://www.youtube.com/watch?v=FfpCGmlFJ1g

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Kookaburra Sits in the Old Gum Tree Song (Lyrics) ORIGINAL

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https://www.youtube.com/watch?v=goOKkNVmQBU&t=45s

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https://www.youtube.com/watch?v=jpqV3dzYOgk

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Zootopia - Try Everything (Lyrics, Shakira)

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https://www.youtube.com/watch?v=EcytZw4M6O8

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R. Godfrey Rivers (1859-1925), Under the jacaranda 1903, Oil on canvas, 143.4 x 107.2cm. Purchased 1903, Collection: Queensland Art Gallery

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From Wikipedia, the free encyclopedia

Tulipan was a Brisbane-based Hungarian fusion band who were active from 1993 to 2000.

Virag Antal, founder of the group, learned to play the traditional folk instruments hurdy-gurdy, zither and cimbalom or hammered dulcimer while at school in Hungary. She started the group in 1993 at the Queensland Conservatorium of Music among fellow students as a project. Before long the group started receiving requests to play at venues such as the indie-music nightclub The Zoo in Brisbane.

The band toured the east coast of Australia and performed at Australian music festivals including Livid, Big Day Out and WOMADelaide. They were regular special guests at Woodford Folk Festival.

Tulipan played traditional Hungarian melodies fused with other musical influences such as world music, jazz and pop, on folk instruments. Paul Petran, Music Deli presenter for ABC Radio National, said that Tulipan "sound like no other band in Australia at the moment".

Virag Antal left Tulipan in 1999.

The lineup included the following musicians:

Virag Antal, lead vocals, hurdy-gurdy, zither, hammered dulcimer (1993-1999)

Sallie Campbell, violin, keyboard, vocals

Jasmine Geraghty, saxophone, keyboard, vocals

Tanja Hafenstein, percussion, drums, vocals

Jackie Marshall, lead vocals, guitar, keyboard (2000)

Louise Finnegan, percussion, vocals (1994-1995)

Francis Gilfedder, wind instruments and percussion (1994)

Extended plays

ARIA Music Awards

The ARIA Music Awards is an annual awards ceremony that recognises excellence, innovation, and achievement across all genres of Australian music. They commenced in 1987.

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From Wikipedia, the free encyclopedia Tulipan was a Brisbane-based Hungarian fusion band who were active from 1993 to 2000. Virag Antal, founder of the group, learned to play the traditional folk instruments hurdy-gurdy, zither and cimbalom or hammered dulcimer while at school in Hungary.

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Queensland Art Gallery | Gallery of Modern Art

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Queensland Art Gallery | Gallery of Modern Art

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We acknowledge the Traditional Owners of the land on which the Queensland Art Gallery | Gallery of Modern Art stands and recognise the creative contribution First Australians make to the art and culture of this country.

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Iris van Herpen, Netherlands b.1984 / Labyrinthine Kimono dress, from the 'Sensory Seas' collection 2020 / Glass organza, crepe, tulle, Mylar / Collection: Iris van Herpen / Photograph: David Uzochukwu / © David Uzochukwu / View full image

View fashion, art, design, science and technology at GOMA as they collide in the world of endlessly innovative and internationally acclaimed Dutch fashion designer Iris van Herpen. Until 7 Oct 2024

Read On

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Peter Paul Rubens, Flanders 1577-1640 / Young woman in a fur wrap (after Titian) (detail) c.1629-30 / Oil on canvas / 91.8 x 68.3cm / Purchased 1980. QAG Foundation / Collection: Queensland Art Gallery | Gallery of Modern Art / View full image

'Young woman in a fur wrap' by Rubens (illustrated) was too intimate a work to be sold to another. But, of course, it was. Read its story. Dive into our artwork highlights and new acquisitions for a rich exploration of the work and its creator, including painting, drawing, photography, textile, jewellery, decorative art and sculpture from around the world.

Delve Deeper

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Left to right: Judy Watson tow row 2016 / Michael Parekowhai The World Turns 2011-12 / Martin Boyce We are shipwrecked and landlocked 2008-10 / View full image

Ever wondered how many sculptures are surrounding both Galleries? How many have you seen up close?

Explore

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Queensland Art Gallery | Gallery of Modern Art

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For What's On in Brisbane visit QAGOMA located across two riverside buildings in Brisbane's South Bank presenting exhibitions with a focus on the art of